international journal on language research and education studies

This website uses cookies to ensure you get the best experience. Learn more about DOAJ’s privacy policy.

Hide this message

You are using an outdated browser. Please upgrade your browser to improve your experience and security.

The Directory of Open Access Journals

Quick search.

IJLRES (International Journal on Language Research and Education Studies) (May 2018)

CLASSROOM OBSERVATION- A POWERFUL TOOL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

• Shanjida Halim,
• Rizwana Wahid,
• Tanzina Halim

Affiliations

Read online

For making teaching and learning more visible, classroom observation plays a central role. It provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. For teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. Not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. Feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (CPD). This paper is based upon a practical approach to professional development among teachers through classroom observation. Since we, as teachers, are not born with innate teaching abilities, in fact, we learn and develop gradually with the help of some practical approaches, and classroom observation is a well-known powerful practical approach in primary and higher education to help teachers improve their teaching quality. This article mainly highlights the importance of classroom observation and its guidelines adapted from Observing Classes-CETaL. Further, it emphasizes the limitations of classroom observation, and suggests the ways to carry it out effectively based upon Observing Classes CETaL Model.

• Classroom Observation
• Constructive Feedback
• Instructor Growth
• Professional Development

WeChat QR code

Open Access Journal of Education & Language Studies

• Classification
• For Authors
• For Editors
• For Reviewers
• Open Access
• Submit Manuscript

• ISSN: 2996-5896

Pubmed Indexed Articles

• Global Journal of Addiction & Rehabilitation Medicine --> Glia Maturation Factor in the Pathogenesis of Alzheimers disease

PMID: 32775957

• Global Journal of Addiction & Rehabilitation Medicine --> Current Trends in Biomarkers for Traumatic Brain Injury

PMID: 32775958

• Global Journal of Addiction & Rehabilitation Medicine --> Inter-scan Reproducibility of Cardiovascular Magnetic Resonance Imaging-Derived Myocardial Perfusion Reserve Index in Women with no Obstructive Coronary Artery Disease.

PMID: 30976755

• Global Journal of Addiction & Rehabilitation Medicine --> What is the Role of Race and Ethnicity in the Development Of Thionamide-Induced Neutropenia?

PMID: 30828700

• Global Journal of Addiction & Rehabilitation Medicine --> Increased Fluoroquinolone-Susceptibility and Preserved Nitrofurantoin-Susceptibility among Escherichia coli Urine Isolates from Women Long-Term Care Residents: A Brief Report.

PMID: 30465048

• Global Journal of Addiction & Rehabilitation Medicine --> New Method Application for Marker-Trait Association Studies in Plants: Partial Least Square Regression Aids Detection of Simultaneous Correlations.

PMID: 30345411

• Global Journal of Addiction & Rehabilitation Medicine --> Health facilities readiness to provide friendly reproductive health services to young people aged 10-24 years in Wakiso district, Uganda.

PMID: 30148262

• Global Journal of Addiction & Rehabilitation Medicine --> Blood Serum Affects Polysaccharide Production and Surface Protein Expression in S. Aureus.

PMID: 29863159

• Global Journal of Addiction & Rehabilitation Medicine --> Intervertebral Disc Aging, Degeneration, and Associated Potential Molecular Mechanisms.

PMID: 29911686

• Global Journal of Addiction & Rehabilitation Medicine --> Statistical Methods for Clinical Trial Designs in the New Era of Cancer Treatment.

PMID: 29645007

• Global Journal of Addiction & Rehabilitation Medicine --> Critical Analysis of White House Anti-Drug Plan

PMID: 29057394

• Global Journal of Addiction & Rehabilitation Medicine --> Impaired Cerebral Autoregulation-A Common Neurovascular Pathway in Diabetes may Play a Critical Role in Diabetes-Related Alzheimers Disease.

PMID: 28825056

• Global Journal of Addiction & Rehabilitation Medicine --> Opioid Prescription Drug Use and Expenditures in US Outpatient Physician Offices: Evidence from Two Nationally Representative Surveys.

PMID: 28845476

• Global Journal of Addiction & Rehabilitation Medicine --> Psychological Well-Being and Type 2 Diabetes.

PMID: 29276801

• Global Journal of Addiction & Rehabilitation Medicine --> The Role of Txnip in Mitophagy Dysregulation and Inflammasome Activation in Diabetic Retinopathy: A New Perspective.

PMID: 29376145

• Global Journal of Addiction & Rehabilitation Medicine --> Can Diabetes Be Controlled by Lifestyle Activities?

PMID: 29399663

• Global Journal of Addiction & Rehabilitation Medicine --> Effect of Arginase-1 Inhibition on the Incidence of Autoimmune Diabetes in NOD Mice.

PMID: 29450408

• Global Journal of Addiction & Rehabilitation Medicine --> Coupling Genetic Addiction Risk Score (GARS) and Pro Dopamine Regulation (KB220) to Combat Substance Use Disorder (SUD).

PMID: 29399668

The Open Access Journal of Education & Language Studies (OAJELS) stands as a forward-looking and progressive publication that delves into the intricacies of both education and language studies. With an expansive reach that transcends geographical boundaries, OAJELS serves as an essential platform for educators, researchers, and professionals to collectively share their profound insights within the realms of pedagogy, linguistics, language acquisition, and educational methodologies. This dedication to advancing the fields of education and language studies underscores the journals pivotal role in fostering academic progress and innovation. The journals comprehensive coverage encompasses a wide array of topics, including but not limited to Pedagogical Innovations that drive transformative teaching practices, Linguistic Exploration that delves into the nuances of language structures, Language Learning strategies and techniques that facilitate effective language acquisition, as well as Educational Psychology which examines the psychological dimensions of learning and instruction. Additionally, OAJELS delves into Assessment Strategies that inform evaluation processes, and Language Teaching and Learning methods that empower educators and learners alike. Teacher Training and Professional Development are addressed as critical components of effective education, while Language Policies and Planning are explored to understand the socio-linguistic aspects of education systems. Moreover, the journal highlights the importance of Literacy Studies and offers a platform for discussing diverse Educational Research Methodologies. OAJELS actively invites a diverse range of submission types to cater to the multifaceted nature of education and language studies. Researchers and practitioners are encouraged to contribute Original Research Articles that present novel findings, Literature Reviews that synthesize existing knowledge, Case Studies that provide real-world context, Theoretical Analyses that explore conceptual frameworks, and Letters to the Editor that facilitate direct exchanges of viewpoints. This inclusive approach ensures that a spectrum of perspectives is shared, enriching the discourse and advancing collective understanding. Authors, educators, and researchers are warmly invited to contribute their valuable work to OAJELS, recognizing the journal as a premier platform for the dissemination of impactful research. By sharing their insights, they contribute to the global discourse surrounding education and language studies, thereby elevating the standard of excellence in these crucial fields.

Submit Article at:

• [email protected]
• [email protected]

Latest Articles

Review article june 24, 2024, indo-fijian diasporic identity and representation in postcolonial indo-fijian literature.

Vandana Vikashni Nath

DOI: 10.19080/OAJELS.2024.02.555580

Short Communication June 07, 2024

Perspectives on intensifying instruction and special education in a tiered intervention framework.

Timothy E Morse

DOI: 10.19080/OAJELS.2024.02.555579

Research Article May 28, 2024

The evolution of korean terms of address: the euphemism treadmill and linguistic agency.

Young-mee Yu Cho* and Sunju Park

DOI: 10.19080/OAJELS.2024.02.555578

Research Article May 22, 2024

Tourism, culture, and peace partnerships.

Anabela Monteiro*, Sofia Lopes, Mariem Kamoun, Ana Ramires and Sara Rodrigues de Sousa

DOI: 10.19080/OAJELS.2024.02.555577

Review Article May 22, 2024

Development trends of artificial intelligence ethics.

Shuxi Wang and Zengyan Xia

DOI: 10.19080/OAJELS.2024.02.555576

Case Report May 15, 2024

Special education: the road of accountability or scapegoating.

DOI: 10.19080/OAJELS.2024.33.555575

Research Article May 15, 2024

Serving students with disabilities in schools: medical versus educational diagnoses.

DOI: 10.19080/OAJELS.2024.33.555574

Short Communication April 26, 2024

The complementary role of digital tools in higher education: the importance of integration and digital maturity.

Constantin Ciachir, Anna Holland

DOI: 10.19080/OAJELS.2024.33.555572

OAJELS Menu

• Article in press
• Current Issue

Recommend to Librarian

Library contact details, your contact details, propose a special issue, order reprints, archive list, our media partner.

Video Articles

• Impact Factor

Top Publication Journals

• Business, Economics & Management
• Chemical & Material Sciences
• Engineering & Computer Science
• Health & Medical Sci
• Humanities, Literature & Arts
• Life Sciences & Earth Sciences
• Physics & Mathematics
• Social Sciences
• 216907 Articles
• 26320 Journals

Journal Impact Factor Report 2021

Submit journal for impact factor evaluation, submit your journal for indexing, journal impact factor report 2020, journal impact factor report 2018, journal impact factor list 2014 ( now online ), getting your journal indexed, 2012 impact factor list.

International Journal on Language, Research and Education Studies

URL: http://jurnal.uinsu.ac.id/index.php/ijlres

Keywords: Language, Research, Education

ISSN: 2580-6777

EISSN: 2580-6785

Subject: Languages and Literatures

Publisher: English Language Center, State Islamic University of North Sumatra, Indonesia

Country: Indonesia

Author Ratings

Share With Us

Journal areas list.

• Agriculture
• Biochemistry
• Biotechnology
• Business and Management
• Computer Science
• Environmental Sciences

Information

• Terms & Conditions
• Privacy Policy

Important Links

• Publisher Guidelines
• Journal Indexing
• Paper Indexing
• Impact Factor List

Language and education : Journals

• Educational linguistics Educational Linguistics aims to provide an international platform for cutting-edge research in the field of educational linguistics. The journal promotes the building of empirical understanding and critique of theories that relate to the interrelationship of language, education and other related social science disciplines. Contributors are encouraged to pay close attention to the multi-layered complexity and highly contextualized nature of language issues in education, for which education policy, language planning and pedagogical innovations are constructed, actualized, negotiated and disputed in the social, cultural, economic and historical conditions.
• Annual review of applied linguistics The Annual Review of Applied Linguistics publishes research on key topics in the broad field of applied linguistics. Each issue is thematic, providing a variety of perspectives on the topic through research summaries, critical overviews, position papers and empirical studies.
• Bilingual research journal "The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education."
• Foreign language annals "Foreign Language Annals (FLA) is the official refereed, scholarly journal of the American Council on the Teaching of Foreign Languages (ACTFL). Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators who are concerned with the learning and teaching of languages, particularly languages other than English at all levels of instruction."
• Journal of language, identity, and education The Journal of Language, Identity, and Education is an international forum for original research on the intersections of language, identity, and education in global and local contexts. We are interested in interdisciplinary studies that examine how issues of language impact individual and community identities and intersect with educational practices and policies.
• Journal of linguistics "Journal of Linguistics has as its goal to publish articles that make a clear contribution to current debate in all branches of theoretical linguistics. The journal also provides an excellent survey of recent linguistics publications, with book reviews in each volume and review articles on major works marking important theoretical advances. The journal includes a Notes and Discussion section for briefer contributions to current debate."
• Journal of second language writing "The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction."
• Language culture and curriculum " Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation."
• Language learning "Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology."
• Language learning journal: journal of the Association for Language Learning "The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers."
• Language teaching "Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses."
• Language testing "Language Testing is an international peer reviewed journal that publishes original research on foreign, second, additional, and bi-/multi-/trans-lingual (henceforth collectively called L2) language testing, assessment, and evaluation. Since 1984 it has featured high impact L2 testing papers covering theoretical issues, empirical studies, and reviews. The journal's scope encompasses the testing, assessment, and evaluation of spoken and signed languages being learned as L2s by children and adults, and the use of tests as research and evaluation tools that are used to provide information on the language knowledge and language performance abilities of L2 learners."
• Linguistics and education "Linguistics and Education is an international peer-reviewed journal that welcomes submissions from across the world that advance knowledge, theory, or methodology at the intersections of linguistics and education. The journal is concerned with the role played by language and other communicative/semiotic systems in mediating opportunities for learning and participation in a globalized world."
• Studies in second language acquisition "Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters."
• TESOL quarterly TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect.
• << Previous: Recent print books
• Next: Databases >>
• Background information
• Recent e-books
• Recent print books
• Connect to Stanford e-resources
• Last Updated: Jun 19, 2024 4:10 PM
• URL: https://guides.library.stanford.edu/language_and_ed

International Journal of Language and Education Research   is an open access-international peer-reviewed journal that is published three times a year. The published articles partially or completely in any way cannot be printed, reproduced without the written permission of the publisher. Editorial Board is absolutely free whether to publish or not publish all the articles send to journal. Submitted papers will not be returned to the authors. International Journal of Language and Education Research , is an international peer-reviewed and indexed journal.

Scientific ethical and legal responsibility of all the manuscript published in the journal belongs to the authors and publishing rights belong to the journal. Without permission from the publisher, some or all of any work can not be published in other journals.

IJLER Journal  is a Crossref Member and gives  DOI number  to the accepted manuscript.

Peer review policy:  All relevant submissions will undergo rigorous peer review, based on initial editor screening and doubly-anonymised refereeing by at least two referees.

Editor: Prof. Dr. Ali Yakıcı

e-ISSN  : 2717-6886

Journal Abbreviation : IJLER 

DOI Prefix:  10.29329/ijler

Owner and Publisher:  Press Glocal

Top Ranked Articles

• Quick Links
• For Authors
• Aims and Scope
• Submit to IJLER
• Peer Review Process
• Most Downloaded
• Most Viewed
• Open Access Policy
• For Referees
• Impact Factor
• Journal Metric
• Open Archives Initiative
• Last Issues

(April 2024)

(December 2023)

(August 2023)

(April 2023)

(December 2022)

International Journal of Language and Education Research

Journal of Language and Education

Subject Area and Category

• Linguistics and Language

Publication type

Information.

How to publish in this journal

[email protected]

The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

Evolution of the percentage of female authors.

Evolution of the number of documents cited by public policy documents according to Overton database.

Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.

Leave a comment

Name * Required

Email (will not be published) * Required

* Required Cancel

The users of Scimago Journal & Country Rank have the possibility to dialogue through comments linked to a specific journal. The purpose is to have a forum in which general doubts about the processes of publication in the journal, experiences and other issues derived from the publication of papers are resolved. For topics on particular articles, maintain the dialogue through the usual channels with your editor.

Follow us on @ScimagoJR Scimago Lab , Copyright 2007-2024. Data Source: Scopus®

Cookie settings

Cookie Policy

Legal Notice

Privacy Policy

• Search Menu

Sign in through your institution

• Advance articles
• Editor's Choice
• Key Concepts
• The View From Here
• Author Guidelines
• Submission Site
• Open Access
• Why Publish?
• About ELT Journal
• Editorial Board
• Advertising and Corporate Services
• Journals Career Network
• Self-Archiving Policy
• Dispatch Dates
• Terms and Conditions
• Journals on Oxford Academic
• Books on Oxford Academic

Teaching and Learning English in Japanese Classrooms: Teachers’ Perspectives

• Article contents
• Figures & tables
• Supplementary Data

Akiko Fujii, Teaching and Learning English in Japanese Classrooms: Teachers’ Perspectives, ELT Journal , 2024;, ccae028, https://doi.org/10.1093/elt/ccae028

• Permissions Icon Permissions

In Japan, learning English is of life-changing importance, as it is in many other countries all over the globe, and English is used for gatekeeping at key points in education and career paths. In a country where the high school enrolment rate is 97%, and enrolment in some form of higher education is 84% ( Ministry of Education, Culture Sports, Science and Technology-Japan (MEXT) 2023), approximately 480,000 high school students took the English section of the national university entrance exam in 2022 ( National Center for University Entrance Examinations n.d.). Also in 2022, approximately 35,000 university students took the TOEIC exam as preparation for career placement ( Institute for International Business Communication (IIBC) 2023). Supporting these endeavours involves an enormous workforce of English teachers, including teachers with native-level proficiency from outside of Japan. Teaching and Learning English in Japanese Classrooms: Teachers’ Perspectives consists of articles written primarily by such English language teachers in higher education with diverse backgrounds, and highlights a truly wide range of pedagogical issues related to English language teaching and learning in Japan from the perspective of practitioners (Chapters 2–9, 11), learners (Chapters 10 and 12), and teachers (Chapter 13). These chapters are based on presentations given at Nanzan Language Education Seminars at Nanzan University, located in the Nagoya area of central Japan, and are authored by practitioners working mainly in public and private universities in and around this region; six of the authors are in fact affiliated with Nanzan University. The book also includes an introductory chapter by the editor (Chapter 1) that describes the aims of the volume, and an epilogue (Chapter 14) that situates the book within a larger theoretical context.

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code
• Add your ORCID iD

Institutional access

Sign in with a library card.

• Sign in with username/password
• Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Short-term Access

To purchase short-term access, please sign in to your personal account above.

Don't already have a personal account? Register

Email alerts

Citing articles via.

• Recommend to Your Library

Affiliations

• Online ISSN 1477-4526
• Print ISSN 0951-0893
• Copyright © 2024 Oxford University Press
• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Researching creativity in second language acquisition. Ashleigh Pipes, (2023). Routledge, New York and Oxon, 164 pages. ISBN: 9781003049951. (e-book)

• Leiming Chen School of Foreign Languages and Cultures, Nanjing Normal University, China
• Yongliang Wang School of Foreign Languages and Cultures, Nanjing Normal University, China

In the field of Second Language Acquisition (SLA), studies on individual differences, such as anxiety, motivation, and aptitude, have come to the core of saturation. However, research on creativity, a fundamental dimension of effective language teaching (Derahkshan, Greenier，& Fathi，2022), is relatively deficient and deserves more attention as a result of the increasing demand for communicative and task-based approaches in modern language teaching. (p.63) Considering such a lacuna, Researching Creativity in Second Language Acquisition is especially timely monograph to fill the gap.

Biografía del autor/a

Leiming chen, school of foreign languages and cultures, nanjing normal university, china.

Leiming Chen currently is a master’s student of translation at School of Foreign Languages and Cultures, Nanjing Normal University, People’s Republic of China.

Yongliang Wang, School of Foreign Languages and Cultures, Nanjing Normal University, China

Yongliang Wang, Associate Professor in applied linguistics, Ph.D. degree holder, works for School of Foreign Studies, North China University of Water Resources and Electric Power, China, and works as a supervisor for postgraduate students in applied linguistics with School of Foreign Languages and Cultures, Nanjing Normal University, China. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. His name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology assisted language learning, and semiotics studies in intercultural communication. His recent academic publications have appeared in either international or Chinese core journals, such as System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.

Derakhshan, A., Greenier, V., & Fathi, J. (2022). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology. http://doi.org/10.1007/s12144-022-03371-w

Derakhshan, A., Wang, Y. L., Wang, Y. X., & Ortega-Martín, J. L. (2023). Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health. International Journal of Mental Health Promotion, 25 (7): 1-10. doi:10.32604/ijmhp.2023.029877.

Seligman, M. E. (2011) Flourish: A new understanding of happiness and well-being and how to achieve them. Nicholas Brealey.

Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2092625 .

Wang Y., Derakhshan A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13, 894190. https://doi.org/10.3389/fpsyg.2022.894190 .

Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.731721 .

• Endnote/Zotero/Mendeley (RIS)

Los autores que publican en esta revista están de acuerdo con los siguientes términos:

• Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una  Creative Commons Attribution License que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista.
• Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
• Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase  The Effect of Open Access ) (en inglés).

  |   Política editorial   |   Envío de artículos   |   Plantillas   |  Avisos   |   Monográficos   |   Equipo editorial   |   Indexaciones   |   Google Académico

• Español (España)
• Para lectores/as
• Para autores/as
• Para bibliotecarios/as

Indexaciones y Calidad

• The use of Tik Tok in higher education as a motivating source for students 2951
• The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate 1032
• Reducing speaking anxiety in EFL classrooms: An explanatory mixed-methods study 639
• Methodologies and challenges of teaching Spanish as a foreign language to immigrant students with linguistic handicap in the Spanish educational system 619
• Investigating the relationship between EFL learners’ engagement and their achievement emotions 464

PORTA LINGUARUM. International Journal of Foreign Language Teaching an Learnig

Contacta con nosotros: [email protected]

Declaración de privacidad | Aviso legal |  Licencia CC BY 3.0  | Aspectos éticos |  Contacto

© 2023 Universidad de Granada

Browse by year

STEM Integration in Primary Schools: Theory, Implementation and Impact

• Published: 20 June 2023
• Volume 21 , pages 1–9, ( 2023 )

Cite this article

• Zhi Hong Wan 1 ,
• Lyn English 2 ,
• Winnie Wing Mui So 1 &
• Karen Skilling   ORCID: orcid.org/0000-0002-0619-4083 3  

4230 Accesses

3 Citations

3 Altmetric

Explore all metrics

Avoid common mistakes on your manuscript.

STEM can be simply a collective name for four primary disciplines of Science, Technology, Engineering and Mathematics. However, when the term STEM is used for addressing education policy and curriculum, it typically refers to an integrative approach to teaching and learning (Bybee, 2010 ; English, 2017 ; Kelley & Knowles, 2016 ; Skilling, 2019 ; Wan et al.,  2021a ). Integration in STEM education has been emphasized in government policies worldwide to differentiate the current trend of STEM education from traditional discipline-based STEM education (Cheng & So, 2020 ; Hoeg & Bencze, 2017 ; Wan et al., 2022 ).

Although the significance of promoting integrative STEM education has been widely recognized and a considerable number of studies have been conducted in recent years, the research on the integration in STEM education as a distinct field of study is still in its embryonic stages (English, 2016 ; Honey et al., 2014 ; Perignat & Katz-Buonincontro, 2019 ). For example, the meaning and epistemic underpinning of the integration in STEM education is under discussion and development. Some scholars (e.g. Moore et al., 2014 ) propose that integrated STEM education requires an effort to combine some or all of the four STEM disciplines in one lesson to reflect the connections between the disciplines and real-world problems while others argue that total integration might not be necessary (Kloser et al., 2018 ). The integration between a STEM discipline and one or more other disciplines (outside STEM) can also represent integrated STEM (Sanders, 2009 ). For example, Erduran ( 2020 ) called for a closer examination of the foundation of STEM integration by exploring the commonalities and differences in STEM practice and epistemologies. As for the implementation of integrative STEM education, a major concern is inequitable disciplinary representation (Zhan et al., 2021 ). As alerted by English ( 2017 ) and Stohlmann ( 2019 ), science often receives the main focus in the practices of carrying out integrative STEM learning. On the contrary, at a school level, engineering is considered a silent member of STEM education (English, 2017 ) and a recent study by Park et al. ( 2020 ) found that mathematics is underrepresented in the four STEM disciplines when scrutinizing science education standards documents published in the USA, Korea and Taiwan.

Another concern for implementing integrative STEM education is how to consider the relationship between disciplinary and cross-disciplinary STEM education. Although boundary crossing is a key issue, the existing school curricula are normally disciplinary-based. Given the constraints in time and teaching resources for school teachers, to successfully implement integrative STEM education in schools, efforts should be made to restructure the existing curriculum system to achieve a balance between disciplinary and cross-disciplinary STEM learning. Supporting students by making connections explicit is important because it may be difficult for students to connect knowledge and skills across disciplines when they are weak in the relevant knowledge and skills in the individual disciplines (Honey et al., 2014 ). Until now, existing studies on implementing integrative STEM education normally focus on a specific strategy, such as robotic programming (e.g. Lamptey et al., 2021 ), project-based learning (e.g. Han et al.,  2015 ; Kang & Kim, 2014 ) and environmental inquiry (e.g. Helvaci & Helvaci, 2019 ). There is still a lack of theoretical discussion and empirical research adopting a holistic perspective for STEM curriculum design.

The impacts of integrative STEM learning may be the most frequently studied area in the literature. A good number of studies have investigated the effects on motivation and engagement (e.g. Bedar & Al-Shboul, 2020 ; Gallant et al., 2020 ; Julià & Antolí, 2019 ; Master et al., 2017 ; Zhou et al., 2019 ) and career interest (e.g. Duran et al., 2014 ; Friedman et al., 2017 ; Han, 2017 ; Lamptey et al., 2021 ; Mohr-Schroeder et al., 2014 ). However, several researchers have lamented (e.g. Barrett et al., 2014 ; Honey et al., 2014 ) that the effectiveness of integrated STEM education in developing knowledge of core content is relatively under-researched. The study of the impacts on higher-order thinking skills is also scarce although they have been highlighted as significant goals of STEM education. Yet, models for integration beyond STEM content areas have been proposed. For example, Thibaut et al. ( 2018 ) developed a framework where STEM content was one of five aspects: the other four being different approaches to learning (problem-centred learning, inquiry-based learning, design-based learning and cooperative learning). Latterly, Skilling ( 2020 ) adapted the framework of Thibaut et al. ( 2018 ) to include three types of engagement and underlying motivational factors, which were reported by the secondary students involved in a Robot Construction Project. The student participants reported the benefits of developing self-regulation strategies, as well as affective factors such as interest, valuing, positive attitudes and benefits of collaborative learning settings. However, comparison between different integrative learning activities and ways of working in terms of their impacts on both generic skills and subject core content warrants more research (Wan et al., 2021b ). The lack of investigating both the short-term and long-term effects (English, 2016 ) and comparing the effects of different integrative strategies in terms of different learning outcomes will also comprise our future endeavors to generate a holistic curriculum design for STEM education and prepare programs to train teachers to implement it in the authentic classroom.

The above paragraphs illustrate that, on the one hand, the vision of integrative STEM education is extremely meaningful and significant; on the other, successfully realizing the integration in authentic STEM classrooms is complex and challenging. Many theoretical and practical issues have yet to be explored. Considering the complexity of STEM integration, this special issue constrained its scope within primary schools. This decision was also based on three major reasons. Firstly, compared with the secondary curriculum, the primary curriculum is normally more integrated. Therefore, there will be more opportunities to incorporate integrative STEM learning activities into the existing primary curriculum structure (Irish Department of Education [IDoE], 2020 ). Secondly, most primary teachers are generalist teachers. Compared with secondary teachers who are specialists in one discipline, primary teachers might get more accustomed to implementing cross-disciplinary curriculum than secondary teachers and at the same time are more limited in the disciplinary STEM content knowledge (Lesseig et al., 2016 ; Park et al., 2017 ; Ring et al., 2017 ). Therefore, it is still a challenge to develop primary teachers’ professional competency to design and implement integrated STEM learning activities. Thirdly, the necessity of early implementation of integrative STEM teaching and learning has been commonly emphasized (e.g. Bybee & Fuchs, 2006 ; English & Moore, 2018 ). Young students are naturally curious, creative and collaborative, which are the same dispositions needed for integrative learning (Banko et al., 2013 ). Moreover, students’ foundational STEM abilities and dispositions are formed in their primary education, which is crucial for their development of such abilities and dispositions in the later stages (Nadelson et al., 2013 ). Of course, there are also challenges in conducting STEM learning with primary students, such as their STEM knowledge and skills, self-learning ability and capacity to integrate and apply knowledge and skills from different disciplines. Given these strengths and challenges, it is meaningful to have a platform to encourage in-depth investigation into STEM integration in such a special context.

Given the gaps discussed in the preceding paragraph, this special issue was accepted by the International Journal of Science and Mathematics Education. A total of eight papers are finally included in it. Among these papers, one is a review of teaching approaches for STEM integration in pre- and primary school, four investigated the process and outcomes of primary students during integrated STEM learning and the other three explored primary STEM teachers.

Overview of the Eight Studies

This special issue starts with the review paper by Larkin and Lowrie, which synthesized 60 peer-reviewed English journal articles between 2000 and 2022 that reported empirical research conducted in schools. Three key questions guided this review, i.e. the level of integration reflected in the studies, the role of engineering in STEM integration and teaching approaches adopted in STEM activities. Driven by the process of reviewing research, they added two new levels of integration (i.e. intradisciplinary and quasidisciplinary) into Vasquez et al.’s ( 2013 ) original 4-level framework of STEM integration (i.e. disciplinary, multidisciplinary, interdisciplinary and transdisciplinary). It was found that STEM integration in most of the reviewed studies was at the intradisciplinary, quasidisciplinary, disciplinary and multidisciplinary levels. At the same time, 25 studies had incorporated engineering elements in STEM learning and students were not provided with an opportunity to have agency in integrated STEM learning carried out in about half of these studies.

Modelling, inquiry and design are three major kinds of learning activities used to realize STEM integration, and various combinations among them can be found when they are implemented in the classroom. The second paper by English is an example of the combination between modelling and inquiry. Fifty grade 6 Australian students were required to independently investigate the factors influencing the inundation distance of the Tsunami using a specially designed water tub. The students worked in groups, gave group reports and were not given prior instruction on how to do the activity. The analysis of the qualitative data (including audio and video recording of small group interaction and whole class discussion) indicated that (i) students applied mathematics, science and statistical knowledge to justify their inundation predictions; (ii) the most common representation was a vertical bar graph; (iii) students were generally able to identify and explain the variation and covariation in their models and (iv) students could apply their learning from the investigation and their prior knowledge about tsunamis to make suggestions.

The third paper by Lin and Chen provides an example of combining modelling with design. This study engaged 24 Taiwan upper primary students in 4-round activities of designing highway routes, lasting more than 5 h. The analysis of students’ modelling practice revealed that with the increase in the complexity of the modelling activities, the levels of students’ modelling practice rose from the single factor level to the relational level. The difference in modelling practice between students with higher and lower spatial abilities decreased in the later stages of the modelling curriculum. The interview and observation data indicated that low-spatial ability students benefited from hands-on practices and digital tools during the modelling selection phase while high-spatial ability students benefited from analogies and experimental thinking during the model construction phase.

The fourth and fifth papers feature design-based STEM learning. Wan, So and Zhan adopted a pretest-and-posttest design to investigate the impacts of a 6-month design-based STEM learning event on STEM creativity and epistemic beliefs of 155 Hong Kong upper primary students. In this event, the application of information technologies was required. The findings indicate a significant increase in the fluency and flexibility dimensions of STEM creativity and a significant decrease in the source, certainty and justification dimensions of epistemic beliefs. Regression analysis of the pretest, posttest and change data revealed negative correlations between STEM creativity and the source, certainty and justification dimensions of epistemic beliefs. Significant and positive correlations were found between STEM creativity and the complexity dimension of epistemic beliefs.

In addition to investigating the overall impacts of design-based STEM learning, the fifth paper by Chiu, Ismailov, Zhou, Xia, Au and Chai compared the community-engaged (CE) STEM design projects with the non-CE STEM design projects. The subjects were 141 Primary 6 Hong Kong students. For the CE group, communication with the community was a required step for each phase of design-based STEM learning, including empathizing, defining, ideating, prototyping and testing. ANCONA results revealed that both groups had significant impacts on STEM interest and STEM identity; however, the CE groups had a more statistically significant influence. Moreover, this study adopted the self-determined theory to explain the impacts of CE STEM design projects on STEM interest and identity in terms of needs satisfaction. Survey data and interviews with students showed that CE STEM design projects brought about better needs satisfaction, which in turn positively predicted higher STEM interest and identity.

Teachers are one of the key elements determining the implementation of integrated STEM education. The last three papers of this special issue dealt with this topic. The sixth paper by O’Dwyer, Hourigan, Leavy and Corry adopted Bandura’s ( 1977 ) theory about the sources of efficacy as the analytic lens to analyze the impact of a 3-phase STEM professional development program on the efficacy of 17 Ireland primary teachers in STEM education. Both survey data and interviews with teachers indicated the positive impacts of this professional development program on teacher efficacy. An in-depth analysis of the interviews with teachers, principals and facilitators illustrated how the features of the 3 phases (i.e. science, STEM and peer-teach) of the program respectively influence the 4 sources of teacher efficacy in STEM teaching (i.e. performance accomplishment, emotional arousal, vicarious experiences and verbal persuasion).

Teaching integrated STEM always means a cross-boundary adventure for a teacher since few teachers have been trained to teach the four STEM disciplines. Therefore, teachers’ adaptive expertise may be a critical factor influencing teachers’ attitudes towards integrated STEM teaching and their subsequent practice. Saleh, Ibrahim and Afari, in the seventh paper, conducted a multivariate regression analysis to investigate the relationship between 91 Bahrain preservice science teachers’ adaptive expertise and their attitude towards integrated STEM teaching. Both correlation and regression analysis results indicated a significant relationship between teachers’ adaptive expertise and their self-efficacy, perceived relevance and anxiety related to integrated STEM teaching.

Rather than focusing on the integration of all four STEM disciplines, the final paper by Zhu, Tian and Wang investigated how 453 Chinese primary science and mathematics teachers’ views and practice of integrating mathematics and science (IMS) in the classroom. The survey and interview results indicated that although they had sometimes implemented the IMS, they did not provide a complete picture of different ways of realizing the IMS. Lack of resources, school support and time were the major challenges that they perceived for IMS.

Directions for Future Research and Practice of Integrated STEM Education in Primary Schools

Considerable diversity can be found in the eight papers included in this special issue. The authors are from a number of regions of the world (including Australia, Ireland, Bahrein, Hong Kong, Taiwan and Mainland China) and reflect that integrated STEM education is a worldwide trend in education reform. Both literature review and empirical research are included. Among the seven empirical studies, the participants of the research include both students and teachers. One study adopted qualitative methods (e.g. observation and document analysis), two employed quantitative methods (featured by statistical analysis of survey and test data) and the other four used mixed methods. Based on summarizing their major contributions, this section will discuss the directions for future research and practice of integrated STEM education in primary schools.

Although the study of the epistemic underpinning of the integration in primary STEM education is missing in this special issue, driven by their efforts to synthesize different types of integration embedded in 60 empirical studies, the first paper by Larkin and Lowrie expanded the commonly used four-level framework of STEM integration proposed by Vasquez et al. ( 2013 ). Of course, the example (an engineering design approach to teaching STEM without identifying any disciplines) provided by Larkin and Lowrie about quasidiciplinary integration may be an example of an implicit way to realize STEM integration since engineering design may require students to apply mathematical, science, technological knowledge even if teachers had not explicitly asked them to do. In fact, when learning activities become more unstructured, such as authentic problem-solving, it is increasingly difficult to anticipate the specific subject knowledge and skills that will be applied or further learned in the learning process. Given this consideration, the differentiation between explicit and implicit STEM integration may be needed in the future analysis of STEM learning observed in the classroom and reported in the papers. It may also be necessary to adopt a multidimensional (rather than unidimensional) framework to conceptualize STEM integration in further research.

The second paper by English and the third paper by Lin and Chen provided two vivid examples to illustrate how modelling-based STEM learning could be implemented in the combination of inquiry and design in different contexts. Both studies indicated that even primary students could successfully engage in cross-disciplinary STEM learning. Although developing primary students’ modelling experiences can significantly influence their later learning in mathematics, science, engineering, geography and technology, research on modelling-based STEM learning is still scarce in the literature. It is meaningful to investigate its impacts on different learning outcomes and design a series of interrelated modelling activities for students so as to more systematically realize STEM integration through experiencing the modelling process and using modelling to solve problems.

The investigation of the impacts of different types of STEM learning activities on students is another way to consolidate the theoretical foundation of STEM education. The fourth paper by Wan, So and Zhan filled one research gap, i.e. the impacts of STEM learning on STEM creativity and epistemic beliefs. The fifth paper by Chiu, Ismailov, Zhou, Xia, Au and Chai provides a good example of how to adopt the quasi-experimental design to investigate the role played by a specific design element of a specific STEM learning strategy. In further research, a stricter experiment design is needed to draw more vigorous conclusions on the impacts of STEM learning on students’ higher-order thinking and STEM identity. Efforts will also be made to compare different STEM learning strategies in terms of both general skills and the subject core content. This can be done by either experimental research or meta-analysis of existing studies. The study of the long-term effects of STEM learning is still lacking in the literature.

The findings of the seventh paper by Saleh, Ibrahim and Afari and the eighth paper by Zhu, Tiam and Wang indicated primary teachers had positive attitudes towards integrated STEM teaching, which supports the hypothesis raised in the background section that primary teachers might get more accustomed to implementing the cross-disciplinary curriculum. Of course, to facilitate teachers to more efficiently implement integrated STEM activities to their students, effective professional development is especially needed to develop their competency in designing specific integrated STEM activities, connecting disciplinary STEM learning with cross-disciplinary STEM learning, and formatively assessing students’ learning, assessment literacy in STEM context. The extended professional development model generated in the sixth paper by O’Dwyer, Hourigan, Leavy and Corry provided a from-theory-to-practice framework for the future design of professional development programs for STEM teachers. More importantly, their research may inspire researchers on how to incorporate a mature theory to systematically plan, monitor, reflect on and investigate professional development programs for primary STEM teachers for different objectives.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 117–128.

Article   Google Scholar  

Banko, W., Grant, M. L., Jabot, M. E., McCormack, A. J., & O’Brien, T. (2013). Science for the next generation: preparing for the new standards . National Science Teachers Association (NSTA) Press.

Barrett, B. S., Moran, A. L., & Woods, J. E. (2014). Meteorology meets engineering: An interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1 (1), 1–7.

Bedar, R. W. A. H., & Al-Shboul, M. A. (2020). The effect of using STEAM approach on motivation towards learning among high school students in Jordan. International Education Studies, 13 (9), 48–57.

Bybee, R. W. (2010). What is STEM education? Science, 329 (5995), 996–996.

Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43 (4), 349–352.

Cheng, Y. C., & So, W. M. W. (2020). Managing STEM learning: A typology & four models of integration. International Journal of Educational Management., 34 (6), 1063–1078.

Google Scholar  

Duran, M., Höft, M., Lawson, D. B., Medjahed, B., & Orady, E. A. (2014). Urban high school students’ IT/STEM learning: Findings from a collaborative inquiry-and design-based afterschool program. Journal of Science Education and Technology, 23 (1), 116–137.

English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3 (1), Article 3.

English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15 (1), 5–24.

English, L. D., & Moore, T. (Eds.). (2018). Early engineering learning . Springer.

Erduran, S. (2020). Nature of “STEM”? Science & Education, 29 , 781–784.

Friedman, A. D., Melendez, C. R., Bush, A. A., Lai, S. K., & McLaughlin, J. E. (2017). The Young Innovators Program at the Eshelman Institute for Innovation: A case study examining the role of a professional pharmacy school in enhancing STEM pursuits among secondary school students. International Journal of STEM Education, 4 (1), 1–7.

Gallant, C., Bork, P., Carpenter-Cleland, C., & Good, D. (2020). Examining the impact of a 2-day scientific conference on high school students’ interest in STEM and confidence in attending university. Canadian Journal of Science, Mathematics and Technology Education, 20 , 376–387.

Han, H. (2017). The effects of mathematics-centered STEAM program on middle school students’ interest in STEM career and integrated problem solving ability. Communications of Mathematical Education, 31 (1), 125–147.

Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13 (5), 1089–1113.

Helvaci, S. C., & Helvaci, I. (2019). An interdisciplinary environmental education approach: Determining the effects of E-STEM activity on environmental awareness. Universal Journal of Educational Research, 7 (2), 337–346.

Hoeg, D. G., & Bencze, J. L. (2017). Values underpinning STEM education in the USA: An analysis of the Next Generation Science Standards. Science Education, 101 (2), 278–301.

Honey, M., Pearson, G., & Schweingruber, H. A. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research (Vol. 500) . National Academies Press.

Irish Department of Education [IDoE]. (2020). STEM education 2020: Reporting on practice in early learning and care, primary and post-primary contexts . Author.

Julià, C., & Antolí, J. Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. International Journal of Technology and Design Education, 29 (2), 303–327.

Kang, H. K., & Kim, T. H. (2014). The development of STEAM project learning program for creative problem-solving of the science gifted in elementary school. Journal of Gifted/talented Education, 24 (6), 1025–1038.

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3 (11), 1–11.

Kloser, M., Wilsey, M., Twohy, K. E., Immonen, A. D., & Navotas, A. C. (2018). “We do STEM”: Unsettled conceptions of STEM education in middle school STEM classrooms. School Science and Mathematics, 118 (8), 335–347.

Lamptey, D. L., Cagliostro, E., Srikanthan, D., Hong, S., Dief, S., & Lindsay, S. (2021). Assessing the impact of an adapted robotics programme on interest in science, technology, engineering and mathematics (STEM) among children with disabilities. International Journal of Disability, Development and Education, 68 (1), 62–77.

Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting middle school teachers’ implementation of STEM design challenges. School Science and Mathematics, 116 (4), 177–188.

Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160 , 92–106.

Mohr-Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., Schooler, W., & Schroeder, D. C. (2014). Developing middle school students’ interests in STEM via summer learning experiences: See Blue STEM Camp. School Science and Mathematics , 114 (6), 291–301.

Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H (2014). Implementation and integration of engineering in K-12 STEM education. In Ş Purzer, J. Strobel, & M. E. Cardella (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 35–60). Purdue University Press.

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106 (2), 157–168.

Newton, L. D., & Newton, D. P. (2014). Creativity in 21st-century education. Prospects, 44 (4), 575–589.

Park, M. H., Dimitrov, D. M., Patterson, L. G., & Park, D. Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15 (3), 275–291.

Park, W., Wu, J. Y., & Erduran, S. (2020). The nature of STEM disciplines in the science education standards documents from the USA Korea and Taiwan. Science & Education, 29 (4), 899–927.

Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31 , 31–43.

Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28 (5), 444–467.

Sanders, M. (2009). STEM, STEM Education, STEMmania. Technology. Teacher, 68 (4), 20–26.

Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds.), Integrated approaches to STEM education: An international perspective (pp. 251–270) . Springer.

Stohlmann, M. (2019). Three modes of STEM integration for middle school mathematics teachers. School Science and Mathematics, 119 (5), 287–296.

Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., et al. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3 (1), 1–12.

Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM lesson essentials, grades 3–8: Integrating science, technology, engineering, and mathematics . Heinemann.

Wan, Z. H., Jiang, Y., & Zhan, Y. (2021a). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32 (7), 940-962.

Wan, Z. H., So, W. M. W., & Hu, W. (2021b). Necessary or sufficient? The impacts of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking. International Journal of Science Education , 43 (10), 1–21.

Wan, Z. H., So, W. M. W., & Zhan, Y. (2022). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, 52 (2), 599-615.

Zhan, X., Sun, D., Wan, Z. H., Hua, Y., & Xu, R. (2021). Investigating teacher perceptions of integrating engineering into science education in Mainland China. International Journal of Science and Mathematics Education, 19 (7), 1397–1420.

Zhou, S. N., Zeng, H., Xu, S. R., Chen, L. C., & Xiao, H. (2019). Exploring changes in primary students’ attitudes towards science, technology, engineering and mathematics (STEM) across genders and grade levels. Journal of Baltic Science Education, 18 (3), 466-480.

Download references

Author information

Authors and affiliations.

The Education University of Hong Kong, Ting Kok, Hong Kong

Zhi Hong Wan & Winnie Wing Mui So

Queensland University of Technology, Brisbane, Australia

Lyn English

Oxford University, Oxford, England

Karen Skilling

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Zhi Hong Wan .

Ethics declarations

All the authors are not Editorial Board Members of the journal.

Ethical Approval

This article does not involve any human participants. Ethical approval is not required.

Conflict of Interest

The authors declare no competing interests.

Rights and permissions

Reprints and permissions

About this article

Wan, Z.H., English, L., So, W.W.M. et al. STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ 21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x

Download citation

Received : 31 May 2023

Accepted : 31 May 2023

Published : 20 June 2023

Issue Date : June 2023

DOI : https://doi.org/10.1007/s10763-023-10401-x

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Find a journal
• Publish with us
• Track your research

By continuing to browse the site you are agreeing to our use of cookies and similar tracking technologies described in our privacy policy .

Voice of the Discipline

News and publications.

Access AHA news and publications supporting the work of historians.

Stay up-to-date with the AHA

June 25, 2024

AHA Members Co-author Article on SCOTUS and Gun Control

AHA members Holly Brewer (Univ. of Maryland) and Laura F. Edwards (Princeton Univ.) have co-authored an article for Washington Monthly…

June 24, 2024

Action Alert Opposing Ohio SB 83

June 21, 2024

AHA Signs On to CIE Letter Urging HEA-Title VI Funding for FY 2025

June 18, 2024

Welcome to the AHA’s New Website

The American Historical Review is the flagship journal of the AHA and the journal of record for the historical discipline in the United States, bringing together scholarship from every major field of historical study.

Perspectives on History is the newsmagazine of the AHA and is the principal source for news and information about the discipline of history. Since 1962, Perspectives has promoted our work by publishing articles and commentary on all aspects of the historical discipline.

History in Focus Podcast

Environmental Crisis and Recovery

Collaborative history + revisiting marion thompson wright, aha booklets.

The AHA publishes booklets that address a diversity of topics to serve the needs of history students and historians in all professions. Our publications include career advice for history graduates, overviews and syntheses of current historical topics and fields, and guides to teaching and learning in history.

For the Press

The AHA is pleased to provide resources for journalists and press. If you are a member of the media and would like to submit a request for a referral or interview, please email [email protected] . Please provide any pertinent deadlines and we will do our best to accommodate your request. The AHA can find you a historian for any topic, and assists with dozens of inquiries each year.

The AHA encourages the reading of history with periodic reading challenges.

Permission to Use AHA Copyrighted Material

All material published by the American Historical Association in any medium is protected by copyright.

Join the AHA

The AHA brings together historians from all specializations and all work contexts, embracing the breadth and variety of activity in history today.